AS22 ECE21: MANAGEMENT OF EARLY GR1: DIRECTOR’S DUTIES AND RESPONSIBILITY

CHILDHOOD EDUCATION PROGRAM

 General Responsibilities
School Director
-The school director is given various roles, and
-Also known as Instructional Coordinators or their responsibilities lie in ensuring the smooth
School Directors, Education Directors research, functioning of the school management system.
develop and evaluate the curricula, teaching
procedures and educational materials within an The common responsibilities of a school
institution. director are as follows:

-Educational Directors can work in schools, o Leading the project management team in
universities, business, and even non-profit developing and executing the conference
organizations. They may also act as mentors meetings and enduring CME-accredited
and advisors. programs.
o Managing the school schedule in such a
Roles of the Director: manner that maximizes literacy and math
instruction time.
-Manager
o Planning, organizing, and administering a
-Organizer school for kindergartens students to
provide home teaching.
-Communicator o Providing support to staff and imparting
training, especially for early childhood
-Evaluator
practices.
Personal qualities: o Supervising, developing, and implementing
kindergarten and preschool before and
-Good judgment after school program.
-Communication Skills o Administering the school and program
budgets and providing clear policies
-Active contributor regarding payroll to maintain fiscal
responsibility.
-Confidence

-Integrity and honesty  Enrollment

-The enrolment director is responsible for
-Intellectual curiosity the continued growth of the student body.

-Discipline

-Genuine interest
 Here are some of the core duties of an  Physical Plant and Equipment
enrolment director: Developing an
enrolment plan: -The Director of Physical Plant/Supervisor of
Building and Grounds shall be the Chief
o The director's primary responsibility is to Administrator responsible for the day-to-day
management of the Physical Plant Department
ensure enrolment numbers satisfy the
ensuring the efficient application of Districts'
school's enrolment goals and promote
resources to maintain District's Facilities,
financial stability.
Grounds and Equipment in a clean, safe,
healthy and secure condition at all times.
o An effective enrollment management
strategy can help foster student success -Supervise the operation of all school facilities
while maintaining a school’s financial and grounds including the implementing of
situation and public reputation. maintenance, preventative maintenance
program, repair, and cleaning.
o To promote the growth of the student
body, an enrollment director can -Provide leadership in the recruitment, training,
implement strategies like marketing assignment, and discipline of physical plant
campaigns, academic aid programs for staff.
retention, and scholarships or other
-Complete and file state and federal reports,
financial aid packages.
permit updates, and certificates.

 Curricculum -Assume responsibility for the comprehensive

overall planning and scheduling of maintenance
-A director of curriculum is an essential member
and repair requirements of the district.
of a school administrative team. Sometimes this
position is decentralized and added on to the  Finances
responsibilities of an existing principal or
assistant principal. -Under the general supervision of the principal,
the finance director has the responsibility to
-The curriculum director works closely with the provide sound fiscal management in the
school principal and teachers within a school to operation of all financial matters, including the
determine the academic performance level of development and management of the school
the students and to make and implement plans budget, the borrowing and investing of money,
for improving that performance. and the management of accounts receivable
and payable.
-The curriculum director works closely with the
school principal and teachers within a school to -Direct the budget process.
determine the academic performance level of
the students and to make and implement plans -Prepare the annual budget and present it to
for improving that performance. the board.

-Project sound financial planning for future

years.
-Monitor all purchasing/spending and ensure
sound audit procedures.  Parent Involvement and Education

-Complete and file all required financial reports o Plan, direct, organize, and support the
and taxes.
development and implementation of
 Staff/Human Resources district-wide parent, family and community
engagement programs; provide
-An HR Director (Human Resources Director) is professional development opportunities for
an experienced professional responsible for certificated administrators to support and
developing HR strategies, overseeing implement best practices.
operations, and ensuring compliance. o Provide leadership and technical assistance
in school/ parent/ family/ community
A school HR manager typically has the
partnerships to develop and implement
following duties and responsibilities, which
high-impact family engagement strategies
they may perform by themselves or, depending
that drive student achievement and school
on the size of the department, assign to staff
improvement.
members:
o Review, develop, and communicate policies,
o Assist with recruitment plans, including procedures, and regulations districtwide
writing and posting job announcements for and within the community in support of
all categories and levels of employees. parent, family and community engagement
o Attend meetings with school in the areas of communication, district
superintendents, principals and school programs, instructional resources,
boards. technology,record management, workflow
o Keep the staff directory and organizational monitoring, programs and productivity
charts up to date. assessment.
o Maintain records and reports, including
teacher certifications and professional  Health and Safety
development hours.
-Health and Safety Directors carry an immense
o Oversee hiring and exit interviews and
responsibility to understand the manifold risks
procedures, including new employee within their organization and create strategic,
orientation and the processing of initial and actionable plans to mitigate them.
terminal paperwork.
o Participate in teachers' union meetings and -This involves weaving health and safety into
contract negotiations. the very fabric of the company culture,
communicating its paramount importance to all
levels of staff, and dedicating the necessary
resources to safeguard the workplace
environment.
Roles and Responsibilities of Safety Directors: 6. Competent Advice Directors should ensure
that they have access to competent health and
1. Setting The Direction Directors are at the safety advice. This could involve hiring health
helm of the organization’s health and safety and safety professionals, consulting with
culture. This policy should be woven into the external experts, or seeking legal advice. These
organization’s culture, reflected in its values, professionals can provide valuable insights into
and integrated into its performance standards. the specific risks faced by the organization and
2. Ownership and Understanding Directors must recommend effective strategies for managing
have an in-depth understanding of the these risks
organization’s operations and the health and 7. Risk Assessment Directors should ensure that
safety risks associated with those operations. these assessments are conducted to identify
They should not simply delegate this potential hazards, assess the risks associated
responsibility to a safety officer or committee. with these hazards, and implement measures to
3. Policy Development In many organizations, control these risks. These assessments should
the Safety Director plays a key role in be ongoing and consider any changes in the
developing and updating health and safety organization’s operations or environment.
policies. This involves staying up-to-date with 8. Incident Investigation and Response One
changes in regulations and industry best crucial responsibility of a Safety Director is to
practices and ensuring that these changes are investigate any incidents or accidents that occur
reflected in the organization’s policies. within the organization. This involves gathering
4. Communicating and Championing Health and and analyzing information, determining the
Safety Directors are in a prime position to cause of the incident, and developing
influence the behavior of everyone within the recommendations to prevent similar
organization. They can champion health and occurrences in the future.
safety by communicating its importance in 9. Employee Involvement Employees often have
everyday interactions. They need to ensure that the best understanding of the risks they face in
the communication is clear and reaches all their day-to-day work. By involving them in
employees in a way that makes sense to them. health and safety decisions, directors can gain
5. Resource Allocation Directors are responsible valuable insights, improve employee buy-in,
for allocating adequate resources for health and and create a more effective health and safety
safety. This may include funding for safety culture.
equipment, training programs, health and 10. Regular Monitoring and Review Monitoring
safety staff, and initiatives to promote a safe collects information about the organization’s
work environment. health and safety performance, while review
involves evaluating this information to
determine whether the health and safety
program is effective.
11. Legal Compliance Directors must ensure EARLY CHILDHOOD PROGRAMS
that the organization knows and complies with
all relevant regulations. Non-compliance can -Whether you choose a discovery-focused or
result in penalties, fines, imprisonment, and academic-based program is up to your personal
damage the organization’s reputation. Directors preference, as well as your child's individual
should also ensure the organization is prepared needs, age, energy level, and maturity. It might
to respond effectively to accidents, also depend on the length of the program you
emergencies, and other health and safety want (full day or half day). To make the decision
incidents. easier, check out our guide to 8 popular
preschool philosophies and programs.
 Community Relations
MONTESSORI
-A community relations director manages the
relationships with the populations and -Developed by physician and educator Maria
communities surrounding the company or Montessori, this comprehensive preschool
organization. program takes a developmental approach to
learning.
-School community relationship is a mutual
understanding through which the school and -The goal of the Montessori method is to
the community link with each other for the develop a child’s senses, character, practical life
achievement of goals of the community and skills, and academic ability.
school too. WALDORF
GR2: ECE schools and programs in the -This preschool program is based on the
Philippines and other parts of the world teachings of Austrian writer Rudolf Steiner, and
-Early childhood education is a period when it strives to nurture a child's spirit, soul, body,
children start to learn basic skills, social and and interests. The Waldorf program involves
emotional skills, develop their interests, and creative, hands-on group learning with a focus
form a relationship between their parents, on rhythmic repetition in a supportive
peers, and teachers. It is their foundation and environment.
groundwork for their future development. -The Waldorf program seeks to generate a
-Hence, early care and education puts emphasis strong inner enthusiasm for learning and
on the social, emotional, cognitive, and physical develop children's innate abilities and talents.
needs of the child for a strong foundation of Instruction is teacher-directed, and every
learning and well-being throughout life. teacher must be Waldorf certified.
REGGIO EMILIA PLAY - BASED

-With an emphasis on exploration, the program -Play-based learning is a type of early childhood
focuses on the importance of community and education based on child-led and open-ended
self-expression. Students learn through art, play. If you’re picturing preschoolers' finger
projects, and activities that reflect their ideas painting or ‘playing house’, you’re spot on. Play
and interests. There's also an emphasis on itself is a voluntary, enjoyable activity with no
collaborative and cooperative classroom purpose or end goal. Believe it or not, activities
activities and the approach considers the child's like this lay the foundation for a child to
environment their "third teacher." become a curious and excited learner later in
life.
BANK STREET
HIGH SCOPE
-Lucy Sprague Mitchell is credited with creating
this developmental approach, and educational -The High Scope Preschool Curriculum uses a
philosopher John Dewey was a strong influence. carefully designed approach called active
The approach focuses on a child's mental, participatory learning. Children have hands-on
social, emotional, and physical growth. experiences with their surroundings, which
fosters the development of problem-solving
-Comparable to play-based learning, the Bank tactics, conflict-resolution methods, and other
Street approach teaches lessons through hands- important skills.
on activities like building blocks, puzzles, clay,
and dramatic play. Preschoolers often work in a -High Scope takes an academic slant with
non-competitive group environment. planned experiences in the basic subjects of
math, reading, and science. The backbone of
CO-OPS the preschool program is "plan-do-review"—
-If you want to be directly involved with your children plan out how to complete a certain
child's school experience, consider a project, work to reach their goal, and analyze
cooperative preschool, where parents and the results afterward.
caregivers can work closely with the classroom FAITH BASED
teachers.
- Religious preschools incorporate theological
-A co-op can focus on any preschool philosophy themes into the children’s learning sessions.
that parents desire—or even combine multiple Every religious preschool develops its
philosophies for a unique approach to learning. philosophy according to its particular religion
and its teachings. It aims to provide an
environment where both teachers and children
discuss their beliefs openly while practicing
their faith.
In early childhood schools, there are two types PUBLIC/GOVERNMENT SCHOOLS
of school system the private and public schools:
Day Care Centers: Focused on care and early
PRIVATE: learning for young children.

For Profit: Privately owned with a profit motive National Child Development Centers:
Government-supported centers for child
Corporate: Companies may establish for the development.
children of their employee
DepEd Schools: Schools under the Department
Employer :Schools supported by employers to of Education, covering kindergarten to primary
benefit their workforce levels.
THE LEARNING TREE CHILD GROWTH CENTER QUEZON CITY PUBLIC DAYCARE CENTERS
-A for-profit school that provides a holistic -Operated by the local government, these
approach to child development. daycare centers provide early childhood care
-THE LEARNING TREE Experiential-Integrative and education services.
Approach to education nourishes this intrinsic DEPED KINDERGARTEN SCHOOLS
make-up of the child.
-The Department of Education (DepEd)
-Activities are integrated into the different operates public kindergarten schools across the
subject matter areas so that the child learns to country
make real and meaningful connections between
them. In this way, the child sees life as a whole. OTHER PARTS OF THE WORLD

NON-PROFIT UNITED STATES

Cooperative Schools: Managed collectively by Bright Horizons: This is a large, for-profit

teachers, parents, or community members. corporate chain of early education and
childcare centers.
Sectarian/ Church-Based: Affiliated with
religious organizations, often providing moral Head Start: A government-funded program that
and religious education. provides early childhood education to low-
income families.
MIRIAM COLLEGE
SWEDEN
-A non-profit, Catholic school in Quezon City
that offers programs from pre-school to post- Förskola (Preschool): In Sweden, preschools are
graduate. subsidized by the government and are available
for children from the age of one.
THE RAYA SCHOOL
JAPAN
-A non-profit progressive school that
incorporates Filipino culture into its curriculum. Yōchien (Kindergarten): These are private, for-
profit schools for children aged three to six.
Hoikuen (Daycare Centers): These are • Set Clear Objectives: Begin the school year by
government-funded and typically serve children defining clear objectives for your school.
from infancy until preschool age
• Prepare Resources and Facilities: Ensure that
GR3: A NEW SCHOOL YEAR OR A NEW YEAR all necessary resources, materials, and facilities
are ready for the start of the school year.
A New School Year or a New Year
• Support Professional Development: Invest in
• "A New School Year" typically refers to the the professional development of your teaching
beginning of the academic year. "A New Year" and administrative staff.
generally signifies the start of the calendar year
on January 1st. Both represent fresh starts and • Foster a Collaborative Culture: Promote a
opportunities for growth in different contexts. collaborative and inclusive culture within the
school.
• A new school year and a new calendar year
offer opportunities for fresh starts, setting • Monitor Progress and Adapt: Implement
goals, and making positive changes. However, systems to monitor and evaluate the progress
they cater to different aspects of life. A new of your school throughout the year.
school year often focuses on academic growth,
• Communicate Effectively: Effective
• A new year provides a broader perspective, communication is key to a successful school
encompassing personal, professional, and year. Keep parents and guardians informed
lifestyle aspirations. about important dates, policies, and events.

• In a management context, the start of a new • Be a Supportive Leader: As a school

school year or calendar year often signifies a administrator, lead by example and provide
fresh beginning, offering opportunities for support to your team.
planning, goal-setting, and assessing progress.
It's a chance to establish new objectives, refine • Plan for Contingencies: We all know that once
strategies, and foster team cohesion. Effective the school year starts, most of our preset plans
management during these times involves will go out the window in favor of the fact
paced day to day issues all educators face.
• aligning organizational goals with individual
roles, addressing challenges, and promoting a Location
positive and motivated work environment. • School location refers to where a given school
-The start of a new school year is a crucial time is situated. It could be in an urban or rural area.
for school administrators. It sets the tone for -School Location influences on the learning
the entire academic year and can significantly interest of students. The location of a school
impact the success of your school building or can either make students to look forward to
district. Whether you're a principal, going to school to learn or detest going to
superintendent, or part of the administrative school.
team, here are some essential tips to ensure a
successful start to the school year:
-Factors to consider when choosing the best areas and entertainment complexes is
location for a school. Remember, in addition to necessary. The immediate surroundings should
the following, the physical location should be be pleasing. When possible, a natural
accessible to both near and distant students in environment with trees, shrubberies, etc. is
the community. preferable.

Transportation to and from the school Climate

• How will students and/or their parents access • Consider the climate where the educational
the school? Traffic patterns need to be facility is located. In hot climates, high ceilings,
thoroughly assessed to facilitate both access to ceiling fans and rooms that facilitate airflow are
the school in the morning, and exit from the essential. Open corridors between classrooms
school after classes. Local traffic should be are ideal, where students can get fresh air and
disrupted as little as possible to create a calm enjoy fresh breezes in between classes. In
drop-off and pick-up period. Consider building colder climates, heavy, double or triple
on a frontage road to avoid the facility being on insulated windows that face the sun help to
a main road. create a warm environment filled with natural
light. Individual temperature controls should be
Public Transportation in each learning space. Trying to properly
• Stakeholders should work with local public climatize an entire educational facility is
transportation authorities as needed to add a impossible, due to too many variables within
bus stop, or to supply students with public each space.
transportation subsidies. Staff selection
Transportation on School Grounds • Employee Selection is the process of
• How will students move from building to interviewing and evaluating the candidates for a
building? Many students may wish to utilize specific job and selecting an individual for
skateboards, scooters, roller skates and employment based on certain criteria
bicycles. Paved paths are essential for these and (qualifications, skills and Experience). Employee
possibly separate walking paths. selection can range from a very simple process
to a very complicated process depending on the
Parking Considerations firm hiring and the position. Certain
employment laws such as anti-discrimination
• Adequate parking spaces must be available
laws must be obeyed during employee
for students, educators, visitors and contract
selection.
personnel.
• Employee Selection is the process of putting
Surroundings
right men on right job. It is a procedure of
• For boarding educational facilities or where matching organizational requirements with the
students live on campus, reasonable proximity skills and qualifications of people.
to essential amenities like groceries,
restaurants, laundry, outdoor natural recreation
• Employee Selection is the process of choosing 4. Keep Accurate Accounting
individuals who have relevant qualifications to
fill jobs in an organization. Without qualified Complying with licensing requirements
employees, an organization is in a poorer -Opening a school is exciting and noble, but it
position to succeed. requires following rules and regulations. This
Finances includes obtaining permits and meeting
educational standards. Understanding legal
 States and school districts face requirements is crucial for running a school
challenges in creating effective plans to successfully and lawfully.
manage school finances. This task
becomes even more difficult when Conducting Extensive Research
districts have limited funds and are • Before starting a school, research and
dealing with budget cuts. understand the legal and regulatory
• School financial offices have multiple requirements in your area.
responsibilities beyond budget balancing. They Incorporation and Business Structure:
also handle tasks such as managing contracts,
ensuring timely payments to vendors, and • To start a school, you need to establish a legal
overseeing asset management. entity by registering it as either a non-profit or
for-profit organization.
The Role of School Principals in School Finance
Management Licensing and Accreditation:

• School principals have a significant role in • To ensure your school meets the required
financial management. They operate schools standards set by education authorities, it is
like micro-businesses, competing for budget important to obtain the necessary licenses and
funds, resources, and control over their school's accreditations.
direction.
Educational Curriculum and Standards:
• The school district decides how much money
• Develop a curriculum that meets local
each school receives. Typically, funds are
educational standards.
allocated based on the number of students.
Schools with more students from low-income Employment Laws and Staffing:
areas receive extra funding, while those with
magnet programs also receive additional funds. • Comply with employment laws when hiring
teachers and staff.
School principals have four primary duties
under school finance management: Special Education and Inclusion:

1. Create a Budget for Their School • Incorporate provisions for students with
special needs and promote inclusivity as
2. Manage Teacher Salaries required by law.
3. Oversee Fundraising Activities
Health and Safety Regulations: • The school business must have an
organization composed of the school
• Prioritize creating a safe and healthy learning administrator, principal, head teacher, teachers,
environment. librarian, office staff, nurse, security,
Licensing for local schools: maintenance, and canteen staff. The
administrator will head them with the principal.
• First, an elementary school business will need This is for the DEP ED side of the school
a principal and teachers who are all licensed requirements. In addition to this, the school
teachers. The principal must at least be must have a board of trustees, officers
presently having a master’s degree in (chairman, vice chairman, secretary, and
education. The school business can start out as treasurer), or president and vice president. This
a preschool first and gradually expand its grade is for the SEC side of the school requirements.
levels. After being a preschool for 2 to 3 years it
can apply for permit to hold the first 3 • A school business needs pertinent documents
elementary levels, and so on. and organizations to complete certain
government requirements. With these paper
• The school must have at least 500 to 1000 works secured and the organizations set up, the
square meters of property which is not traffic school business will be running smoothly and
hazardous. It may be in the safest street corner effectively.
of a subdivision or interior road. When this is
secured, the school business will need the Licensing a school in the Philippines involves
following papers: homeowners’ consent, several steps:
barangay clearance and permit, Securities and Determine the Education Level:
Exchange Commission (SEC) papers (it must be
a corporation), Bureau of Internal Revenue • If it's a basic school (preschool, elementary, or
permit (BIR), business or mayor’s permit, and a high school), contact the Department of
permit to operate a preschool and elementary Education (DepEd). For colleges and
school from the Department of Education universities, reach out to the Commission on
(DepEd). Higher Education (CHED).

• For a secure school business, foremost Get the Necessary Permits:

features a school must have been: strong and
safe structures, fire escapes, fire alarm, fire • For DepEd, obtain a permit to operate by
extinguishers on every floor and in every room contacting the local DepEd Division Office. For
and corner, good ventilation, well kempt rest CHED, secure a permit for higher education by
rooms, spacious classrooms, playground and reaching out to the CHED Regional Office
sport facilities, clinic, ample library, laboratory, Meet Requirements:
computer room, administration offices,
teachers’ lounge, and a clean canteen. The • Gather required documents such as property
school may plan a future expansion horizontally ownership proof, curriculum details, and
or vertically. These are necessary things for a financial statements.
DepEd permit.
Inspection and Evaluation: Defining a Program’s Philosophy

• Expect a visit from DepEd or CHED • Philosophy should give a clearer picture of
representatives to check if your school meets what a program is doing and why.
standards.
• The more specific, comprehensive and
Pay Fees: detailed, the more clearly those inside and
outside the organization can interpret it.
• Pay the necessary fees associated with the
licensing process. • Philosophy reflects a program’s values and is
based on relevant theory and research.
Wait for Approval:
• Philosophy statement has an impact on many
• Patiently wait for your license approval, as the of the aspects of the program, such as the
process takes time. curriculum that is developed, the staff hired,
Post-Licensing Obligations: and the relationships created.

• Fulfill any additional requirements or • Important for leaders to ensure that all
obligations after obtaining the license. educators’ individual philosophies relate to and
support the overall program philosophy.
GR4: A. Setting Goals: Planning and Evaluating
• Creates an environment of educations that is
• Early Learning-Kindergarten team members better able to work together to support the
need to be flexible in their planning and program’s vision and goals.
delivery of The Kindergarten Program. The
diverse backgrounds of children will contribute Creating a Philosophy Statement
to their variations in knowledge, skills and 1.Philosophical Tradition and Theories
attitudes. Early Learning-Kindergarten team
members need to recognize each child’s • From the time of Aristotle and Plato, and
uniqueness and adjust their teaching strategies continuing up to the present, attention has
so that all children can achieve the learning been paid to discovering the best way to teach
expectations. and educate young children

Program Planning • important educational philosophers: Locke,

Comenius, Rousseau, Pestalozzi, Froebel,
• It is about planning and delivering programs Dewey, Montessori
to address needs.
2.Research
•Setting priorities is one of the central purposes
of program planning. • careful and orderly study for the purpose of
finding or proving facts or as scientific
•Programme planning is a vital sector in diverse experimentation for the purpose of explaining
early childhood education (ECE) service to something
provide quality education and care for young
children.
 • Important for administrators and you want to go by defining precisely where you
educators alike to keep updated on new want to end up.
research findings
Set Measurable Goals
3.Current Trends
• Include precise amounts, dates, and so on in
• Push toward inclusion of children with special your goals so you can measure your degree of
needs. success.

4.Personal Experience Set Attainable Goals

• Childcare programs by nature are • Make sure that it’s possible to achieve the
characterized by a series of very personal goals you set.
interactions therefore, extremely important
for administrators and educations to Set Relevant Goals
determine how a philosophy of working • Goals should be relevant to the direction you
with children and families emerges from want your life and career to take. By keeping
their personal experience goals aligned with this, you’ll develop the focus
• Administrators must explore their own you need to get ahead and do what you want
attitudes
 Those who examine their own values serve as Set Time-Bound Goals
important role model for others
• Your goals must have a deadline. Again, this
 This self-examination contributes to a climate in
means that you know when you can celebrate
the facility that permits and encourages others
success. When you are working on a deadline,
to investigate their fundamental beliefs.
your sense of urgency increases and
Formulating Goals achievement will come that much quicker.

• Goals are the benchmark of success for a Implementing goals and objectives
course. If we consider our course as a journey,
• Program implementation is about making a
the destination is the goal(s) and the objectives
program work. It includes who, what, where,
are the different points you pass through on the
and how a program is set up and run.
journey to the destination. The course is
successful and effective if the objectives and • Numerous frameworks can guide
goals are reached. implementation. Two of the most widely
recognized in the human service and education
Set SMART Goals:
fields are Plan-Do-Check-Act[3](PDCA)—also
Set Specific Goals referred to as Plan-Do-Study-Act (PDSA)

• Your goal must be clear and well defined.  The PDCA/PDSA cycle is a continuous loop
Vague or generalized goals are unhelpful of planning, doing, checking (or studying),
because they don’t provide sufficient direction. and acting. It provides a simple and
Remember, you need goals to show you the effective approach for solving problems and
way. Make it as easy as you can to get where managing change
Program Evaluation Level 1: Reaction

• Program evaluation as a source for • The first level of criteria is “reaction,” which
determining what services to children and measures whether learners find the training
families are working well and what aspects of engaging, favorable, and relevant to their jobs.
the program are in need of improvement. All
staff and families may participate in the Level 2: Learning
program evaluation. Program evaluation is • Level 2 gauges the learning of each participant
typically completed on an annual basis in order based on whether learners acquire the
to determine whether the program is effectively intended knowledge, skills, attitude, confidence
meeting its goals. The findings of the program and commitment to the training. Learning can
evaluation are typically shared with all of the be evaluated through both formal and informal
program’s stakeholders: families, staff, and in methods, and should be evaluated through pre-
some cases the community. learning and post-learning assessments to
• The management team works with staff and identify accuracy and comprehension.
families to collect relevant data, analyze it, and Level 3: Behavior
use the findings to make changes that will
improve overall program quality. They also use • One of the most crucial steps in the
this information to create a formal report or Kirkpatrick Model, Level 3 measures whether
description of the program for those outside participants were truly impacted by the learning
the program who are interested partners and if they’re applying what they learn.
(families, advisory board members, funders, Assessing behavioral changes makes it possible
inspection teams, accrediting bodies, etc.). to know not only whether the skills were
Program leaders will want to use both understood, but if it’s logistically possible to use
formative and summative evaluation methods the skills in the workplace
when organizing the program evaluation
Level 4: Results
process.
• The final level, Level 4, is dedicated to
The Kirkpatrick Model is a globally recognized
measuring direct results.
method of evaluating the results of training and
learning programs. B. Planning: Infant and Toddlers

Review of Developmental Characteristics and

Needs

• The foundations identify key areas of learning

and development. While moving in the
direction identified by each foundation, every
child will progress along a unique path that
reflects his or her individuality and cultural and
linguistic experiences. The foundations help
teachers understand children’s learning and can 2. Language Development
give focus to intentional teaching.
• Language development naturally occurs
1. Social–Emotional Development through ongoing interactions with adults.
Babies have an inborn capacity to learn
• Social–emotional development includes the language that emerges by experiencing
child’s experience, expression, and language input from adults. Experiences with
management of emotions and the ability to language allow infants and toddlers to acquire
establish positive and rewarding relationships mastery of sounds, grammar, and rules that
with others. It encompasses both intra- and guide communication and to share meaning
interpersonal processes. with others.
Guiding principles of the social-emotional Guiding principles of the language curriculum
curriculum include: include:
• Learn from the family about the child’s social– • Be responsive to the active communicator and
emotional development language learner
• Place relationships at the center of curriculum • Include language in your interactions with
planning infants and toddlers
• Read and respond to children’s emotional • Celebrate and support the individual
cues
• Connect with children’s cultural and linguistic
• Attend to the environment’s impact on experiences at home
children’s social– emotional development
• Build on children’s interests
• Understand and respect individuality
• Make communication and language
The environment should: interesting and fun
 Be positive and allow children to explore • Create literacy-rich environments
freely, while often hearing “yes” and
seldom hearing “no” The environment should:
 Provide materials that support relationships
and the development of social  Provide for exploration of books and other
understanding sources of print
 Provide materials that relate to feelings and  Moderate background noise
emotional expression  Be arranged to support language
 Be arranged to support peer interactions development and communication
and relationships.  Provide open-ended materials that foster
communication
3. Cognitive Development  Include toys and props for and be arranged
to support pretend play
• The term cognitive development refers to the  Provide toys that support the collection and
process of growth and change in intellectual or storage of treasures.
mental abilities such as thinking, reasoning, and
understanding. It includes the acquisition and 4. Perceptual and Motor Development
consolidation of knowledge.
• Perception refers to the process of taking in,
Guiding principles of the language curriculum organizing, and interpreting sensory
include: information. Perception is multimodal, with
multiple sensory inputs contributing to motor
• Relate to the child as an active learner responses. Motor development refers to
• Provide opportunities for exploration changes in a child’s ability to control his body
movements, from the infant’s first spontaneous
• Respect the child’s initiative and choices waving and kicking movements to the adaptive
control of reaching, locomotion, and complex
• Allow ample time for children to make sense
sport skills. Gross motor actions include the
of experiences
movement of large limbs or the whole body,
• Appreciate the child’s creativity such as walking. Fine motor behaviors include
the use of fingers to grasp and manipulate
• Describe the child’s actions and effects of objects. Motor behaviors such as touching and
actions grasping are forms of exploratory activity.

• Support self-initiated repetition and practice Guiding principles of perceptual and motor
development curriculum include:
• Give appropriate encouragement for problem
solving and mastery • Recognize the child’s developing abilities

• Support the child’s activity participation in • Encourage self-directed movement

personal care routines
• Respect individual differences
The environment should:
• Provide a safe place for each age group
 Provide play spaces with rich opportunities
for learning • Be available to children as they move and
 Provide storage/display of toys in places explore
that are easily visible and accessible
• The environment should:
 Include both novelty and predictability
 Be arranged to encourage exploration • Include materials that support perceptual and
 Provide nesting and stacking toys to motor development, focusing on the children’s
support an understanding of spatial interests and how to expand on those interests
relationships
 Provide toys that support cause-and-effect
experimentation
• Provide many opportunities for movement program served as a pre-school model to
and large motor play, both indoors and provide equal educational opportunities for ‘at
outdoors risk children” (Bredekamp(b), 259).

• Provide safe, but challenging spaces where 3) The child controls his/her own learning by
children can move, both indoors and outdoors the shadow of discovery and exploration and
not being controlled by the teachers which is
• Establish physical boundaries for moving and best done when they have important learning
exploring with the arrangement of furniture and material with them.
space
4) The activities given to a child matches his or
• Protect young children’s need for sheltered her current level of functioning with the aim of
spaces making the child participate in activities that
• Be arranged safely require skills just slightly in advance of those
already in the child’s list hence trying to widen
• Allow children to move easily his thinking or reasoning slowly by slowly.

• Include everyday objects and materials 5) Realistic academic orientation where children
are introduced without pushing the child too far
• Provide a variety of sensory and motor
academically but in accordance to the level he
experiences
best fits (Carta 251)
Characteristics of a Developmentally
• Building on each child’s strengths—and taking
Appropriate Program
care to not harm any aspect of each child’s
• Developmentally appropriate practice refers physical, cognitive, social, or emotional well-
to a mode of education that focuses on the being—educators design and implement
child as a developing human being and a learning environments to help all children
constant learner. In this approach a child is seen achieve their full potential across all domains of
as an active member in the learning process. development and across all content areas.
Developmentally appropriate practice
The program has five characteristics: recognizes and supports each individual as a
valued member of the learning community. As a
1) The program is aimed at social emotional and
result, to be developmentally appropriate,
cognitive development
practices must also be culturally, linguistically,
. Its main focus is on children learning to take and ability appropriate for each child.
turns on what they are doing, to respect others
and feeling good when one makes an
achievement.

2) children are allowed to grow at their own

pace and pursue their own interest without
being told what to do to some extent, normally
behavior changes as one grows. “The head start
 diverse backgrounds of children will contribute
GR5: Program Planning in Early to their variations in knowledge, skills and
Childhood Education attitudes. Early Learning-Kindergarten team
members need to recognize each child’s
c. Planning: The Preschool and uniqueness and adjust their teaching strategies
Kindergarten (of program so that all children can achieve the learning
planning)
expectations.

In planning teaching/learning opportunities for

1. Review of developmental characteristics and
the child, team members should do the
needs
following:
2. Characteristics of a developmentally
• provide hands-on, relevant and stimulating
appropriate program
activities and experiences;
Program Planning in Early Childhood Education
• employ movement exploration, guided
• Planning in early childhood education is about discovery, problem-solving and critical-thinking
laying the foundations for the child’s future strategies;
with the curriculum in the mainstream primary
• use strategies that promote integrated
education setting.
learning;
• It is about setting your environment to
• allow children to handle, explore and
maximize the opportunities for learning to take
experiment with materials/equipment;
place and about shaping your resources into a
plan or ‘map’. This would typically include • include class, small-group and individual
materials, spaces, furniture, other staff activities;
members, children, and time.
• strike a balance between Early Learning–
•When focusing on the integration of ICT in Kindergarten team-initiated and child-initiated
early childhood education planning is about activities;
ensuring that ICT is viewed as a tool to support
and enhance teaching and learning and not • consult with parents, caregivers, resource
simply as a skill to be learned and an ‘add-on’ to teachers, etc., to identify and seek ways to
the curriculum. accommodate the needs, interests, abilities and
learning styles of all children in the class; and
• The planning and delivery of learning
programmed in ECD in this regard enables you • provide frequent and meaningful
to thread ICT imaginatively through all early opportunities to practise and develop
learning goals thus enhancing the quality of movement skills.
what is being taught and learned.
Learning Through Play
Early Learning-Kindergarten team members
The Kindergarten Program describes the strong
need to be flexible in their planning and
link between play and learning, and discusses
delivery of The Kindergarten Program. The
the importance of play in the early learning • most beneficial materials and activities
program. Through play, children can learn and needed to meet the child’s social/intellectual
develop problem-solving skills, language potentials.
acquisition, literacy and numeracy, as well as
social, physical and emotional skills. They can • possible obstacles to the children’s learning.
explore their environment and become • potential opportunities to build the child’s
immersed in activities in which they can learn independence.
about themselves and others. Children need to
be able to explore with their bodies and acquire The characteristics of children between 3 – 6
developmentally appropriate physical skills in a years old:
positive learning environment. Play provides
Physical characteristics
opportunities for learning in contexts where
children are most receptive. • Astonishing physical growth of the body and
neural growth in the brain.
Preschool and Kindergarten Developmental
Characteristics and Needs • Refinement of body movements and fine-
motor control.
Preschool to Kindergarten: Stage 1 (3 – 6 years)
• Highly active sensory organs. The child is a
Children aged three to six are sensorial
‘sensory explorer’.
explorers. These children are catered for in
Stage 1 (3 – 6 years) Preschool to Kindergarten. • Particular connection to touch and utilizing
the hand to develop the mind.
A Director’s comprehensive understanding of
the characteristics of children from 3 – 6 years • Increased vulnerability to illness.
informs the set-up of a carefully prepared
environment, facilitating the tuition of core Psychological characteristics
curriculum categorized as Practical Life,
The 3 – 6 year old child integrates vast amounts
Sensorial, Language and Literacy and
of knowledge and impressions through
Mathematics.
interactions and experiences within his/her
Characteristics of Children 3 – 6 Years environment, this is called the Absorbent Mind.
The child does not discern what to absorb and
A thorough awareness of the developmental what to ignore; all impressions are absorbed
characteristics of the children at 3 – 6 years of into the child’s mind and attribute to forming
age (the second plane of development) helps us the child’s personality/sense of
to understand the: self/intelligence.
• role of the adult in the child’s education. Between the ages of 3 – 6 the child’s
intelligence is developed through activity.
• necessary components of the prepared
learning environment. Sensitive periods for learning present during
this period. A sensitive period is a ‘window of
time’ in a child’s development where he/she is
drawn to particular activities and the mind is be important to your child too. As part of
most sensitive/able to absorb particular skills or getting along with others, you might hear your
learning experiences. The child from 0 – 6 has a child saying sorry, agreeing to rules and being
sensitive period for language, order, perception pleased when good things happen to other
and movement. people.

The formation of the individual occurs from 0 – When it comes to cooperating, your child is
6 years. From 0 – 3, this is unconscious creation; likely to be more helpful. By the time your child
from 3-6, the child is a conscious worker. The is 5 years old, they’ll probably have more
child completely adapts to their time and control over their behaviour and emotions and
culture. fewer tantrums.

Social characteristics Your child might feel anxious about starting

school. Talking to your child about this and even
Children between the ages of 3 – 6 are parallel visiting the school together can help to ease any
learners. That is, they learn individually and worries.
independently of one another but work
alongside each other in a community. Children In this year, your child might hide the truth
in this stage have a strong sense of self, of ‘me’ about things sometimes or even start telling
and ‘mine’. They are egocentric and experience lies. For example, they might say ‘I didn’t do it’
the world from one perspective: their own. even when they did. This is a typical part of
preschooler development.
The reasoning mind has not developed in a child
3 – 6 years of age and they are not able to think Playing and learning
abstractly or ‘put themselves in someone else’s
shoes’, until the second plane of development. Play is important because it’s still how children
learn and explore feelings.
Children in this stage have a strong need for
physical order, predictability and structure When it comes to play, your child likes to sing,
within their environment. Many opportunities dance and act. Your child also loves make-
for communication must be provided for this believe play and is learning the difference
age group. between fantasy and reality. Your child might
also try different roles and behaviour, like being
Other Characteristics: a doctor or getting married.

Feelings and behaviour You might also notice that your child has a
sense of humour and enjoys jokes and funny
At this age, preschoolers are exploring and stories.
learning to express emotions. They do this in
many ways – for example, by talking, using Your child is starting to become more aware of
gestures, making noises and playing. their gender. Your child might also be very
curious about bodies – their own and other
Preschoolers also like to be around people. Your people’s. For example, you might find your child
child might want to please and be like looking at their own and other children’s
preschool-age friends. Imaginary friends could
genitals. A combination of natural curiosity and climbing, jumping, hopping and balancing on
role-playing is usually a typical part of childhood one foot.
sexual behaviour. But if you’re concerned about
a child’s sexual behaviour, it’s a good idea to Your child might also develop some new gross
talk with a GP, a paediatrician or another motor skills – for example, skipping, jumping
qualified health professional. backwards or jumping while running.

Talking Your child’s fine motor skills are improving too.

Your child can cut with child-safe scissors and
Children’s language develops a lot at 4-5 years. write their first name and some letters. Your
You might notice that your child loves telling child might also be able to draw a circle and
stories and having conversations. Your child make detailed drawings of people with body
might also tell you how they feel, talk about parts and clothes.
their ideas, ask a lot of questions and say words
that rhyme. https://raisingchildren.net.au/preschoolers/
development/development-tracker/4-5-years
At 4 years, preschoolers know hundreds of (Retrieved Jan. 29, 2024)
words and can use 5-6 words or more in
sentences. You can understand what your child Characteristics of a developmentally
is saying all the time. appropriate program

By 5 years, preschoolers can speak more clearly Exploring developmentally appropriate practice
and will know, understand and use even more "Developmentally appropriate practice requires
words, often in more complex sentences of up both meeting children where they are—which
to 9 words. Your child understands most things means that teachers must get to know them
you say and can follow multi-step, complex well —and enabling them to reach goals that
instructions. are both challenging and achievable."
Daily life As a practitioner caring for children, it is your
Dressing themselves and going to the toilet responsibility to seek out and intentionally plan
independently is quite easy for children at this the best opportunities for children that support
age. Also, your child can probably use a fork, their over-all wellbeing and healthy
spoon and sometimes a knife – for example, to development. The practices that you use when
spread butter on bread. But you still need to working with young children need to embrace
supervise and help your child with tasks like the most current, effective approaches in
brushing teeth. learning and development. These can be
described as best practices, thoughtful teaching,
Moving quality practices, or Developmentally
Appropriate Practices (DAP). DAP comes from a
Preschoolers love moving and being active. Your deep history in early education, research, and
child is getting better at walking down steps what many describe as "good thinking."
(maybe using the rail) with alternating feet,
throwing, catching and kicking a ball, running, DAP: A decision-making tool
As an early childhood professional working with can be done through time spent together
young children, you are a decision-maker, and (conversations, etc.), observation, assessment,
you will make many decisions about the work samples, documentation, and information
children in your program on a daily basis. from families and past teachers/programs.
Understanding DAP - its meaning and
intentional practices - is essential in guiding the 3. Social and cultural appropriateness
decisions you will make for young children. All children are of culture. Know each child's
Developing the skills to make good decisions for cultural and family background - his unique
children relies on building knowledge about family, values, language, lifestyles, and beliefs.
individual children and child development Ensure that the experiences you provide
principles combined with knowledge of respect these and are meaningful for each
effective early learning practices. These are the child/family. What makes sense to children is
core considerations in developmentally their own culture and teachers must consider
appropriate practice. this, along with overall child development and
Knowledge of individual children and child learning program.
development principles

DAP is informed by three areas of knowledge Knowledge of effective early learning practices
that are critical components in making good
decisions for children. DAP focuses on five key areas of early learning
practices:
1. Child development appropriateness
• Creating a caring community of
Child development follows general, sequential learners. Build positive and responsive
patterns and is interrelated across domains relationships between children, staff, and
(cognitive, physical, social and emotional). families, both among groups and within the
Know and understand milestones and program, to create a community that supports
sequences of development in all domains and all children as they develop and learn to their
use child development information for planning capacity in all domains.
and identifying activities, environments,
experiences, and strategies (for large/small • Teaching to enhance development and
groups or individuals) to best promote growth learning. Provide a balance of teacher-directed
and learning. and childinitiated activities and plan
experiences that meet individual needs,
interests, and learning goals.
2. Individual appropriateness • Planning curriculum to achieve
Each child is an individual and develops in her important goals. Develop a written curriculum
own, unique way. Know each child's strengths, that reflects developmental milestones and
abilities, needs, challenges, interests, appropriate early learning goals for children and
temperament, and approaches to learning. that supports individualized learning.
Know their individual skills, ideas and joys. This
• Assessing children's development and children, staff, and families, both among groups
learning. Link assessment to curriculum and and within the program, to create a community
early learning standards and use authentic that supports all children as they develop and
assessment methods to measure a child' s learn to their capacity in all domains.
progress.
•Teaching to enhance development and
• Establishing reciprocal relationships learning. Provide a balance of teacher-directed
with families. Work in partnership with families and childinitiated activities and plan
to learn about each child, to develop two-way experiences that meet individual needs,
communication, and to establish supportive interests, and learning goals.
relationships with all families.
•Planning curriculum to achieve important
goals. Develop a written curriculum that reflects
developmental milestones and appropriate
Characteristics-Of-A Developmentally early learning goals for children and that
Appropriate Environment supports individualized learning.

•Assessing children's development and

NAEYC (National Association for the Education learning. Link assessment to curriculum and
of Young Children) states, "Developmentally early learning standards and use authentic
Appropriate Practice is informed by what we assessment methods to measure a child' s
know from theory and literature about how progress.
children develop and learn." In its •Establishing reciprocal relationships with
Developmentally Appropriate Practice Key families. Work in partnership with families to
Messages of the Position Statement, NAEYC learn about each child, to develop two-way
shares the following in defining DAP: communication, and to establish supportive
Developmentally appropriate practice requires relationships with all families.
both meeting children where they are—which
means that teachers must get to know them
well —and enabling them to reach goals that Planning in the Primary Schools
are both challenging and achievable."
Planning in schools occurs at many levels. The
All teaching practices should be appropriate to ultimate aim of any plan is to bring about
children's age and developmental status, continuing and progressive improvements in
attuned to them as unique individuals, and pupil learning and achievement.
responsive to the social and cultural contexts in
which they live. At school level, planning should help the school
to provide for implementation of the curriculum
DAP focuses on five key areas of early learning and also detail school policy and procedure
practices: relating to a number of key areas so that
continuity and progression in pupils’ learning
•Creating a caring community of learners. Build are promoted. At classroom level, planning
positive and responsive relationships between
should ensure sufficient preparation to support to support teacher planning. Curriculum plans
high quality teaching and learning and support should be available to all staff and parents and
learning for all pupils. are often published on a schools website.

Organizational Planning

Planning at an organisational level is influenced

by policy, guidelines and local arrangements.
Whole School Planning There are number of mandated policies which a
Planning at whole school level involves the school must have in place. A list of these
development of both curriculum plans and policies can be found here along with links to
organisational policies. supporting resources. Schools may have
additional policies in place to detail local
Section 21 of the Education Act (1998) arrangements and share protocol and
mandates that schools shall make arrangements procedure with school personnel and the wider
for the preparation of a plan and shall ensure school community.
that the plan is regularly reviewed and updated.
The Act also requires schools to plan in Classroom Planning
accordance with the most recent departmental In the overall context of school planning,
updates and to communicate the plan to all teachers will plan for implementation of the
stakeholders, including parents. curriculum in the classroom. This planning will
School planning therefore is based on the be informed by the school plan but will more
rationale that planning should address importantly, be based on a concern for the
identified priorities from within the school strengths, needs, interests and abilities of the
itself, based on knowledge of the learning children in the class.
needs of the pupils and an on-going All teachers have a professional responsibility to
commitment on the part of the school plan in accordance with the Rules for National
community to continuously improve the Schools (1965) and the Teaching Councils Code
provision for those pupils. Schools and teachers of Professional Conduct for Teachers.
should decide on the best approach to planning
based on their own individual contexts. Features Of A Good Primary School

Every child has a unique personality and

different learning style. The social and academic
Curriculum Planning needs also differ from one child to another.
In planning for the implementation of the Hence, it is important to choose a good primary
curriculum, schools will need to consider the school for children to ensure their all-round
nature and purpose of each curricular area. The development. A primary education should
whole school plan should be developed combine proper classroom programs with
collaboratively and should provide information individual needs catered to different students
so that the students enjoy attending schools. A programs. These activities will ultimately help
primary school contributes towards building a him develop self-worth and confidence.
positive attitude to education.
· Location and Transport
Here is a list of essential features of a good
primary school to help you decide on where to Location is an important factor in deciding a
send your child. good primary school. Sometimes, the good
primary schools are aligned with good
· The curriculum transport. If the school provides transport,
more students and teachers are attracted to
The curriculum is an important factor in that school.
evaluating the standard of a school. Even in the
early years, the curriculum should be designed When parents send their children to a primary
for the children so that they can explore full school for the first time, it is important to
learning opportunities and experiences. The consider relevant features of different
curriculum of the primary schools in Ipswich educational institutions so that they can choose
must be engaging, authentic, flexible and the best for their children.
challenging. The students should be engaged in
different problem-solving situations. School-age children development
Sometimes, they are taught by incorporating School-age child development describes the
play and different physical activities. expected physical, emotional, and mental
· Teaching abilities of children ages 6 to 12 years.

The reputation of a school massively depends School age child development is a range from 6
on the expertise of its teachers. In fact, most of to 12 years of age. During this time period
the skilled and experienced teachers are observable differences in height, weight, and
attracted to the popular primary schools. Most build of children may be prominent. The
of those teachers are trained or experienced language skills of children continue to grow and
with the teaching patterns of primary many behavior changes occur as they try to find
education. Hence, they can guide the children their place among their peers. As always, safety
for overall development in different spheres of is important in school age children and proper
life. safety rules should be enforced in and out of
the school area.
· Facilities

It is quite natural that the best primary school

must provide their students with the best
facilities. When choosing a school, you need to PHYSICAL DEVELOPMENT
consider their sports facilities, the catering
facilities, and infrastructure. For example, if you School-age children most often have smooth
send your child to an Ipswich boys school, he and strong motor skills. However, their
gets involved in different education and lifestyle coordination (especially eye-hand), endurance,
balance, and physical abilities vary.
Fine motor skills may also vary widely. These An ability to pay attention is important for
skills can affect a child's ability to write neatly, success both at school and at home. A 6-year-
dress appropriately, and perform certain old should be able to focus on a task for at least
chores, such as making beds or doing dishes. 15 minutes. By age 9, a child should be able to
focus attention for about an hour.
There will be big differences in height, weight,
and build among children of this age range. It is It is important for the child to learn how to deal
important to remember that genetic with failure or frustration without losing self-
background, as well as nutrition and exercise, esteem. There are many causes of school
may affect a child's growth. failure, including:

A sense of body image begins developing Learning disabilities, such a reading disability
around age 6. Sedentary habits in school-age
children are linked to a risk for obesity and Stressors, such as bullying
heart disease in adults. Children in this age Mental health issues, such as anxiety or
group should get at least 1 hour of physical depression
activity per day.
If you suspect any of these in your child, talk to
There can also be a big difference in the age at your child's teacher or health care provider.
which children begin to develop secondary
sexual characteristics. For girls, secondary sex
characteristics include:
LANGUAGE DEVELOPMENT

Early school-age children should be able to use

Breast development simple, but complete, sentences that contain an
average of 5 to 7 words. As the child goes
Underarm and pubic hair growth through the elementary school years, grammar
For boys, they include: and pronunciation become normal. Children
use more complex sentences as they grow.
Growth of underarm, chest, and pubic hair
Language delays may be due to hearing or
Growth of testicles and penis intelligence problems. In addition, children who
are unable to express themselves well may be
more likely to have aggressive behavior or
SCHOOL temper tantrums.

By age 5, most children are ready to start A 6-year-old child normally can follow a series
learning in a school setting. The first few years of 3 commands in a row. By age 10, most
focus on learning the fundamentals. children can follow 5 commands in a row.
Children who have a problem in this area may
In third grade, the focus becomes more try to cover it up with backtalk or clowning
complex. Reading becomes more about the around. They will rarely ask for help because
content than identifying letters and words. they are afraid of being teased.
 SAFETY

BEHAVIOR Safety is important for school-age children.

Frequent physical complaints (such as sore School-age children are highly active. They need
throats, tummy aches, or arm or leg pain) may physical activity and peer approval, and want to
simply be due to a child’s increased body try more daring and adventurous behaviors.
awareness. Although there is often no physical
evidence for such complaints, the complaints Children should be taught to play sports in
should be investigated to rule out possible appropriate, safe, supervised areas, with proper
health conditions. This will also assure the child equipment and rules. Bicycles, skateboards, in-
that the parent is concerned about their well- line skates, and other types of recreational
being. sports equipment should fit the child. They
should be used only while following traffic and
Peer acceptance becomes more important pedestrian rules, and while using safety
during the school-age years. Children may take equipment such as knee, elbow, and wrist pads
part in certain behaviors to be part of “the or braces, and helmets. Sports should not be
group.” Talking about these behaviors with your played at night or in extreme weather
child will allow the child to feel accepted in the conditions.
group, without crossing the boundaries of the
family’s behavior standards. Swimming and water safety lessons may help
prevent drowning.
Friendships at this age tend to be mainly with
members of the same sex. In fact, younger Safety instruction regarding matches, lighters,
school-age children often talk about members barbecues, stoves, and open fires can prevent
of the opposite sex as being “strange” or major burns.
“awful.” Children become less negative about Using an appropriate car seat and wearing seat
the opposite sex as they get closer to belts is the most important way to prevent
adolescence. major injury or death from a motor vehicle
Lying, cheating, and stealing are all examples of accident.
behaviors that school-age children may “try on” PARENTING TIPS
as they learn how to negotiate the expectations
and rules placed on them by family, friends, If your child’s physical development appears to
school, and society. Parents should deal with be outside the norm, talk to your provider.
these behaviors in private with their child (so
If language skills appear to be lagging, request a
that the child’s friends don’t tease them).
speech and language evaluation.
Parents should show forgiveness, and punish in
a way that is related to the behavior. Keep close communication with teachers, other
school employees, and parents of your child’s
It is important for the child to learn how to deal
friends so you are aware of possible problems.
with failure or frustration without losing self-
esteem.
Encourage children to express themselves However, there is some agreement about
openly and talk about concerns without fear of various elements that can go into creating one.
punishment.
• Programs that take a developmental
While encouraging children to participate in a approach show a relationship between program
variety of social and physical experiences, be attendance and improved school performance
careful not to over-schedule free time. Free play and behavior.
or simple, quiet time is important so the child
does not always feel pushed to perform. • Those programs with the most holistic
approach also have academic benefits.
Children today are exposed, through the media
and their peers, to many issues dealing with • Afterschool music and art enrichment
violence, sexuality, and substance abuse. programs for younger children help them
Discuss these issues openly with your children develop concentration and other skills that
to share concerns or correct misconceptions. improve academic performance.
You may need to set limits to ensure children It appears that programs following a strictly
will be exposed to certain issues only when they academic approach do not address all the needs
are ready. of the students in attendance. An effective
Encourage children to participate in program considers the whole child, not just his
constructive activities such as sports, clubs, arts, or her scholastic achievement.
music, and scouts. Being inactive at this age
increases the risk for lifetime obesity. However,
it is important not to over-schedule your child. The elements of a successful program
Try to find a balance between family time,
Most afterschool programs are expected to
school work, free play, and structured activities.
promote academic performance, and indeed, a
School-age children should participate in family good program will do so. Such programs
chores, such as setting the table and cleaning improve children’s attitudes toward school and
up. increase their attendance rates. They have
fewer tardies, lower drop-out rates, and
Limit screen time (television and other media) achieve higher test scores and grades.
to 2 hours a day.

However, as shown above, an effective program

TIPS FOR AN EFFECTIVE AND SUCCESSFUL takes a holistic approach.
AFTERSCHOOL PROGRAM
• A social-emotional development
The definition of an effective afterschool approach focuses on improving social skills, self-
program concept issues, initiative, and leadership skills.
There is no consensus about the definition or Results include better social and
structure of an effective or successful program. communication skills, improved relationships
with peers and teachers, and increased self-
sufficiency, self-esteem, and self-confidence. in the adults of the program. Be as transparent
Depression and anxiety are reduced as are as you can when explaining any exceptions to
behavioral problems. rules and why the rules are not being followed
in any situation.
• Crime, drug, and sex prevention
programs acknowledge that the hours between Safety tips
the end of school and the end of the parent’s
workday are peak hours for juvenile crime and • Prepare detailed rules and game
victimization. Participation in an afterschool objectives, ensuring all participants understand
program takes children and teens off the streets the expectations of behavior.
and places them in a safe environment where • Develop necessary modifications for
they can learn how to avoid negative outcomes. each activity to ensure safety and provide the
• Programs promoting health and ability for any participant to take part.
wellness work on reducing childhood obesity by • Have plenty of space for the activity.
modeling and teaching general health and Tag in a small room is not safe.
fitness behaviors. These programs keep children
active and teach better food choices, reducing • Group children as equally as you can to
their body mass index and blood pressure. level the playing field and keep from giving one
team an overwhelming advantage.
The neighborhood school is an essential part of
the village helping to raise those children who • Use non-toxic art supplies.
have fewer resources. Afterschool programs in
Activity selection tips
communities with more supports in place for
children and teens are still a welcome addition • Choose games that foster friendship
to their overall health and social learning. and collaboration over highly competitive
games.
Tips to achieve a successful afterschool program
• Choose small group activities most of
The best model for an effective afterschool
the time to create more opportunities for active
program has a youth development framework
participation.
rather than a deficit-based or risk-behavior
model. Like most youth, children and teens • Allow participants to suggest new
respond best to positive reinforcement and activities for the group.
being told what they can do better than they
react to being told what not to do. • Ask for feedback about an activity at
the end to measure engagement. Ask what
worked, what didn’t work, and what everyone
learned about themselves.
Tip: The #1 rule is being fair at all times
• For art activities, never use anything
Children and teens have a finely-honed sense of
that creates a permanent mark or stain. The
fairness. It only takes one perception of what
parents will thank you.
they see as an “unfair” act to damage their trust
 • Set realistic goals for each child and
reinforce with positive communication.
Participation encouragement tips
• Post the daily schedule and provide
• Reduce the emphasis on winning. reminders about transitions throughout the
• Encourage questions about the rules period to prepare everyone for the change.
and how the activity is performed. • Model skills and behaviors you wish to
• Have pre-activity ice-breakers to foster see. Encourage older participants to be models,
relationships before the activity begins. too.

• Participate in the activity yourself to • Do not single out participants for their
show interest and observe the group’s actions in a negative way and praise everyone
interaction. after the activity is complete.

• Encourage older participants to take

leadership roles, model and encourage Organizational tips
participation, and gather feedback.
• Reduce wait times during individual
• Allow children to decide whether and activities to mitigate anxiety from social
when to participate. comparisons.
• Emphasize the value of trying • Work in small groups and divide the
something outside the participant’s comfort space into stations to make more effective use
zone if there is hesitance. of time and materials.
• Engage children at every step of the • Develop flexible space with a variety of
activity to eliminate distractions during periods options for leisure activity so children can find a
of waiting. spot comfortable for them to decompress.

• Have the participants clean up after

Communication tips themselves to encourage responsibility.

• Reward cooperative and polite • End activities at their peak to maintain

behavior. Handle conflicts and negative interest and engagement. The activity will be all
behavior in a positive manner. the more welcome the next time you offer it.

• When explaining a new activity, limit

distractions from noise and use plain language. Ultimate List of Enrichment Activities, After-
Demonstrate as you go. School Classes & Programs
• Provide opportunities for brief problem- What is an enrichment activity or class?
solving activities the group must work toward
together. Enrichment is an experience where kids can
extend their learning to improve or enhance
skills, knowledge, and well-being. After-school When you hear “arts & crafts” you may
enrichment activities and classes can include immediately think about glue, paper shreds,
academics, sports, arts, and more, and are and big messes. But, these activities can
offered with the goal of providing certainly be enriching, especially if they involve
entertainment and enjoyment, while creating something new and different, or
sharpening and fleshing-out student skill sets. something innovative if kids are given a prompt
and only a set amount of resources, etc.
Even more exciting are the benefits that kids
get mentally and emotionally. As they build
skills, they’re learning problem-solving skills
that they can apply in other situations. While Sports, Dance and Exercise
they work through the challenges of learning Enrichment doesn’t have to be only about the
something new, they also prove to themselves “brain,” in which something like e-sports
that they can accomplish hard things, which is a coaching might be a perfect fit, it can also be
huge confidence builder. about the body. Not to mention that exercise
Depending on the type of program your child is offers awesome benefits for both the body and
enrolled in, they may get to interact with other mind.
kids during enrichment activities. This allows Now, this could really be any sport, but I’m
them to participate in social and emotional trying to keep in mind the fact that many kids
learning (SEL). SEL is a process through which are stuck at home—often on their own. So,
children and teens gain knowledge, skills, and basketball is one of the easier sports for kids to
attitudes that help them develop healthy play at length on their own.
identities and manage their emotions. SEL also
teaches kids how to achieve their goals, make
responsible decisions, and show empathy for
Math
others.
The last thing many kids want to do is to have
to go through a day that involves math in
Types of after-school enrichment activities school, and then be tasked with more math
during their after-school enrichment time.
Board games
So, look to make math fun, which means
When it comes to activities, the goal isn’t purely turning to supplemental activities that have a
entertainment, so while board games are great math component in order to “sneak” in the skill-
and can hold kids’ attention, parents should building, for lack of a better term.
strive for options that require deeper levels of
thinking.

Photography

Arts and crafts Photography is more than just a fancy word for
taking pictures. It can be an involved, enriching
activity if approached correctly. For instance, a The Department of Education (DepEd)
photographer can adopt a particular theme and continues to make substantial investments in
style, where they specialize in taking certain basic education through various programs for
types of photos and expand on their style using all Filipino learners.
Photoshop.

Secretary of Education Armin Luistro

Cooking and Baking underscored the department’s commitment to
ensure that no learner shall be left behind. “Our
As we discussed above, cooking and baking can mandate is to provide every Filipino child with
help kids learn important math skills in a fun access to quality education,” Luistro said. He
way. Getting in the kitchen can also provide a added that DepEd’s programs have always been
sense of accomplishment as kids learn how to directed at promoting inclusive and learner-
create food from basic ingredients. They’ll learn centered education for Filipinos.
important fine motor skills as they work on
measuring, stirring, and chopping. You’ll also
get the chance to provide some useful
information on healthy eating while in the In its mission to expand access to quality
kitchen. education, the Philippine government has
enacted the Kinder Basic Education Act and the
Gardening Enhanced Basic Education Act in February 2012
and May 2013, respectively. Since the
Gardening is an entertaining way for kids to get institutionalization of the K to 12 program,
outside without having to go too far. They can DepEd has made strides in its implementation.
have fun getting a little dirty while also learning
lessons in science. Growing their own food can
also instill a sense of appreciation for the food
they find on their plates every day. The introduction of universal kindergarten in
2011 led to the increase of kindergarten
Creative Writing enrolees—from 1.64M in SY 2010-2011 to
2.29M in SY 2013-2014.
Writing is a wonderful enrichment activity
because it doesn’t take much to get started,
and the opportunities are endless. Meaning, a
child can sit down with a pen and paper or word Following the implementation of kindergarten
processor, and with a prompt, can write was the roll-out of enhanced curriculum for
creatively on what they’re tasked with. Grades 1 & 7 in SY 2012-2013, Grades 2 & 8 in
SY 2013-2014, and Grades 3 & 9 in SY 2014-
2015. The entire K to 12 curriculum has been
completed in February 2014.
Managing Program Quality

1. Department of Education
In 2012 and 2013, DepEd rolled out the SHS Communications Technology (ICT) initiatives
modeling program in 56 schools in different which include the mapping of schools and
parts of the country to prepare for its full library hubs nationwide. Of the 46,603 public
implementation in 2016. The selected schools schools nationwide, 84% have already been
offer four main tracks—Academic, Technical- mapped. Of the 9,855 registered public schools
Vocational, Sports, and Arts and Design. The with libraries, around 9,000 have already been
pioneer batch of the SHS modeling programhas mapped while 153 of the 188 library hubs in the
graduated in May 2014. At present, over 10,000 country have also been geolocated.
students are enrolled in DepEd’s senior high
school (SHS) modeling program for SY 2013-
2014. Together with local and international education
partners and public school teachers, DepEd
developed the Learning Resources
In SY 2013-2014, DepEd also assisted more than Management and Development System
809,000 students in private schools under the (LRMDS), an online library containing
Government Assistance for Students and downloadable and free teaching and learning
Teachers in Private Education (GASTPE), a materials. These learning materials are tied in
program wherein the government enables with the curriculum to ensure relevance and
eligible students to pursue secondary schooling appropriateness.
in private schools through the provision of a
fixed annual subsidy to cover tuition and other
school fees. The Department increased the Luistro stressed that these ICT initiatives will
subsidy for students in private schools outside help the Filipino learners have more access to
Metro Manila—from P6,500 to P7,500. DepEd is relevant, up-to-date and quality education
targeting to increase its coverage this year with materials. “It also provides a database to our
a total projected grantees of 995,000 educators where they can derive their lesson
representing 50% of students enrolled in private from. These materials will assist them in their
high schools. lesson plans, and may also give an array of
contextualized classroom discussion,” he said.

DepEd also gives prime importance to

Indigenous Peoples (IP) and Muslim learners. To ensure that learner needs are met, DepEd
Through the Philippines’ Response to has completely addressed the 2010 backlogs in
Indigenous Peoples and Muslim Education textbooks and seats, attaining a 1:1 students to
(PRIME) program, DepEd expanded access to textbook, and student to school seat ratio in
education to more than 100,000 IP and Muslim 2012. Moreover, DepEd has constructed 66,813
learners in the last three years. classrooms from 2010-2013, closing the 66,800
classroom backlog.

To further advance services for all Filipino

learners, DepEd boosted its Information and
The Department has also created over 102,600 pregnancy through the transition from home or
teacher items from fiscal year (FY) 2010-2013, ECCD programs into primary school
which translated to around 25,000 new
positions created every year. With this, DepEd  as an outcome, in ECCD, a child is “physically
has doubled the average number of teaching healthy, emotionally sound, socially competent
positions created in previous budget years. and ready to learn” Early Childhood Care and
Development

1964 – A UNICEF Project under SWA 1978 – PD

Furthermore, DepEd targets to complete the 1567 a DCC in every barangay 1987 – RA 6972 a
ongoing construction and procurement of water total development and protection of children
and sanitation facilities by the end of the year. program 1991 – RA 7160 or The Local
Government Code 2000 – RA 8980 a
comprehensive policy and a National ECCD
Luistro said that DepEd remains steadfast in its System 2009 – EO 778 established the ECCD
commitment to enhance and transform basic Council for the 0 – 6 years old 2009 – EO 806
education for all Filipinos. reaffirmed functions and powers of the CWC
pursuant to PD 603 and EO 233 2013 – RA
10410 Early Years Act of 2013

2. ECCD Council THE EARLY YEARS ACT OF 2013 (RA 10410) “An
act recognizing the age from zero (0) to eight (8)
1 Quality ECCD Programs - The Way
years as the first crucial stage of educational
Forward.pdf
development and strengthening the early
2. A Program Presentation of the ECCD Council childhood care and development system,
“The child is one of the most important assets appropriating funds therefor and for other
of the nation. Every effort should be exerted to purposes” Approved by the President last
promote his welfare & enhance his March 26, 2013
opportunities for a useful and happy life.” (Art.
FEATURES OF EYA 2013
1, P.D.603)
Declaration of Policy (Sec. 2) To promote the
3. A Program Presentation of the ECCD Council
rights of children to survival, development and
 refers to the full range of health, nutrition, special protection with full recognition of the
early education and social services nature of childhood and as well as the need to
development programs that provide for the provide developmentally appropriate
basic holistic needs of young children from 0 to experiences to address their needs and to
age 4, and to promote their optimum growth support parents as primary caregivers and
and development children’s first teachers.

 involves a multifaceted process of Declaration of Policy (Sec. 2) Children ages

development: physical, cognitive, emotional, zero (0) to eight (8) as first crucial stage of
social and spiritual covering the period from educational development of which
 Second, who founded the NAEYC? The NAEYC
was first created by Patty Smith Hill out of the
EARLY CHILDHOOD CARE AND DEVELOPMENT concern over the quality of the various nursery
(ECCD) COUNCIL’s responsibility are children schools that were being established in the
ages zero (0) to four (4). children ages five (5) 1920s.
to eight (8) years shall be with the (DepED)

STRENGTHENING THE ECCD COUNCIL (Sec. 8)

Strengthening of ECCD Council to ensure the In 1985, NAEYC began their accreditation
State’s focus on building a strong foundation for process, serving as an essential tool that
the development and learning of 0-4 year old families across the United States have relied on
children Ensuring sustained inter-agency and to find high-quality early childhood education
multi-sectoral collaboration for their young children. All NAEYC-accredited
child care facilities share the belief that your
children’s high-quality experiences at home, in
3. NAEYC child care, and at school are fundamental for
school readiness, academic success, and future
The National Association for the Education of adult achievement.
Young Children (NAEYC) is a professional
membership organization that works to
promote high-quality early learning for all
young children, birth through age 8, by
connecting early childhood practice, policy, and What is NAEYC and why is it important?
research.
Finding a NAEYC accredited program can help
parents find the highest quality early childhood
experiences for their children. NAEYC is focused
Finding a quality early childhood program for on promoting high-quality learning by
your child can be overwhelming. Will my child supporting the rights and needs of children
be safe? Will they like it? What’s the student to through high-quality educational services.
teacher ratio? Keeping your eye out for Accredited programs have demonstrated that
programs with a NAEYC accreditation can help they provide a safe and healthy environment
steer you in the right direction. for children, have highly qualified and well
trained teachers , excellent teaching materials,
and a curriculum that is appropriately
First, what is NAEYC? The National Association challenging and developmentally sound. A
for the Education of Young Children (NAEYC) is NAEYC accredited program has all of the
the largest nonprofit organization that resources necessary, for both families and
represents early childhood educators, families teachers alike, to allow children to thrive in an
of young children, policymakers, and advocates enriching environment dedicated to helping
in the United States. them reach their potential.
How can they guarantee these elements crucial development and to support families’ diverse
to your child’s success? The 10 standards of interests and needs.
excellence.
Families: Establish and maintain collaborative
relationships with each child’s family.

10 NAEYC Standards of Excellence Community Relationships: Establish

relationships with and use the resources of the
NAEYC promotes high-quality learning by community to support the achievement of
connecting practice, policy, and research program goals.
dedicated to ten different standards of
excellence. These principles lay the foundation Physical Environment: Provide safe, healthy,
of NAEYC and professional standards and are and well-maintained indoor and outdoor
the prerequisites to accreditation. physical environments.

Leadership and Management: Implement

strong personnel, fiscal, and program
Relationships: Promote positive relationships management policies so that all children,
between all children and adults to encourage families, and staff have high-quality
each person’s sense of individual worth. experiences.
Curriculum: Implement a curriculum that NAEYC Accreditation: No Small Feat
fosters all areas of child development:
cognitive, emotional, language, physical, and Through its prestigious review process, the
social. National Association for the Education of Young
Children ensures quality early childhood
Teaching: Use developmentally, culturally, and experiences. Of the more than 130,000 child
linguistically appropriate and effective teaching care centers operating in the United States, only
approaches. around 7,000 (~5%) child care centers are
Assessment of Child Progress: Provide ongoing NAEYC-accredited. By earning accreditation,
assessments of each child’s learning and schools become leaders in a national effort to
development and communicate the child’s raise the quality of early childhood education,
progress to the family. and to help give all children a better start.

Health: Promote the nutrition and health of

children and protect children and staff from NAEYC accreditation requires a long-term
illness and injury. commitment to meeting strict quality standards
Staff Competencies, Preparation, and Support: based on the ten standards of excellence.
Employ and support a teaching staff that has Schools undergo an intensive process that
the early childhood educational qualifications, involves rigorous self-assessment, documenting
knowledge, and professional commitment evidence of adherence to the 10 standards of
necessary to promote children’s learning and excellence, and a formal evaluation by a NAEYC
representative. Early childhood educators,
parents, and administrators are justifiably
proud of completing the process and earning
accreditation. Once achieved, accreditation is
not permanent. Accreditation is maintained to
continuously ensure that the center’s
environment, policies, and practices are aligned
with the most up-to-date NAEYC standards.

“We’re proud to be accredited by the National

Association for the Education of Young Children,
and recognized for our commitment to reaching
the highest professional standards among early
childhood programs.”

NAEYC Accreditation at Kids’ Care Club

“We’re proud to be accredited by the National

Association for the Education of Young Children,
and recognized for our commitment to reaching
the highest professional standards among early
childhood programs,” says Trudy Khodabande,
owner of Kids’ Care Club Child Development
Centers. “NAEYC accreditation lets families in
our community know that children in our
programs are getting the highest-quality care
and early education experiences.”

When parents choose a NAEYC-accredited

school, they can be sure that they have selected
the highest quality education for their children.
Kids’ Care Club has two accredited locations in
4S Ranch and Rancho Penasquitos, serving the
North County communities of San Diego. At
Kids’ Care Club, parents and teachers know that
“Early Years are Learning Years!”